Sentences with phrase «more teacher feedback»

Not exact matches

But more and more, I'm realizing if you're able to receive constructive feedback from a boss, parent, spouse or teacher and then implement what's needed to do it better the next time, you care more about learning than your ego.

I think it really motivated me to think more deeply about the homework he gets, the tests he gets, the feedback he gets from his teachers.

But when missing and incomplete homework becomes a regular occurrence, your child is missing out on the opportunity to get important feedback from his or her teacher before the class moves on to the next, more challenging learning activity.

That is more information released than in prior years, a move the group says allows parents and teachers to view students» constructed responses and also give feedback.

The eventual goal, says Gulley, is to use student feedback to refine the program so that it can be used more widely — perhaps even through computer software for teachers and students.

They would also welcome more regular opportunities to plan, share knowledge and feedback with teachers.»

Latino teachers were better perceived across all measures, while students perceived Black teachers (more than their White peers) to hold students to high academic standards and support their efforts, to help them organize content, and to explain ideas clearly and provide feedback.

They boil down to climate (warm and friendly behavior), input (the tendency for teachers to devote more energy to their special students), output (the way teachers call on those students more often for answers) and feedback (giving generally more helpful responses to the students for whom teachers have the highest hopes).

Their lessons, feedback, and modeling of what a yoga teacher can and should be taught me how to do more than teach asanas, but also how to live as a yoga teacher.

(first in the form on raw vegan «fruitarian» protein and then even more so when i stopped being fruitarian and came back to a vegan whole foods diet with lots of beans and legumes plus some soy and some plant protein powder...) The improvement was something that I did feel physically (though i had not felt the lack) but there was also an immediate improvement in the feedback from my teachers...

Even naysayers like me could have provided more helpful feedback if we gave the standards time to foment in a teacher's pedagogy.

Recommendations for improvement included restructuring the math activities to be more rigorous, earlier training in how to critique academic work, and gaining more regular feedback from teachers.

By only responding when needed with the amount of feedback needed, teachers can add a lot more writing to their classes without increasing the size of the stacks of work they bring home.

Overall, teachers responded that they felt more comfortable allowing students to direct the course of PBL and involve a wide range of experts and have more opportunities to share their work with an authentic audience for feedback.

This relieves the pressure of constant marking and gives much more detailed feedback to teachers and students of strengths and weaknesses of different topics.

Most importantly, inviting student feedback has helped me to become a better, more empowered, and reflective teacher every year.

Teachers will find them useful, as these tools will help them track their students» progress and provide them with more objective feedback and grades.

A report from the nonprofit TNTP found that evaluations are often neither effective (more than 98 % of teachers are deemed «satisfactory») nor instructive (three out of four evaluated teachers never received feedback to help them improve their practice).

Teachers grade and give feedback on assignments, and they call students at least once a month, and much more frequently if distress signals are detected.

«In education, a section that I think is more interesting is to know what content is meeting the educational objectives to be met, because when we edited paper, we only knew what teachers, students told us, but when digitizing the content, if we endow of «traceability», we will know what content is most viewed, what exercises are done, which are not, which are repeated, which are not made, what content are viewed... I mean, it gives us a timely real and immediate feedback», says David.

Teachers found the observation process more collaborative and helpful; administrators said it allowed them to provide more meaningful, specific feedback.

Unbundling assessment and instruction would give teachers more objective and unbiased feedback on their teaching and would help them see blind spots in their practices that otherwise are hidden by the bias inherent in their self - created assessments.

In their research on effective professional learning, Susan Neuman and Linda Cunningham focused on a coaching model to find out more about the effects of collaboration and feedback for teachers involved in coursework addressing early language and literacy.

This intrigued me, and in my graduate studies I wanted to know more about how students learn, the effect of feedback on student learning, and the complex interpersonal dynamics of teacher - student interactions during instruction.

Finally, we need many more studies evaluating the ways in which better feedback can be paired with targeted development investments to raise teachers» effectiveness in improving student outcomes.

The teacher instantly sees the problem and provides feedback by typing a suggestion, adding to the drawing, or pointing the student to other Web sites where she can go for more practice.

The MET findings have a number of implications for ongoing efforts to provide more meaningful feedback to teachers:

And, as a teacher you'd not normally... in terms of feedback it would be more informal, you might give a little nod or a look.

Public critiques (such as comments on blog posts) and class discussion help provide wider perspective and may even carry more meaning for the student than teacher feedback.

Teachers are evaluated more frequently, evaluators use higher - quality observation rubrics to assess their performance, and teachers receive more detailed feedback on their perfTeachers are evaluated more frequently, evaluators use higher - quality observation rubrics to assess their performance, and teachers receive more detailed feedback on their perfteachers receive more detailed feedback on their performance.

'' [Teachers were] realizing that when you let the students take the reins,» reflects Cunat, «you get even better results than when you try to plan every detail, and that if you give students real time, resource, opportunity, support, and feedback to explore something that matters to them, you end up with more than if you just assign a project.»

Teachers using video were more likely than their traditionally observed peers to be able to identify a change in their teaching practice that resulted from administrator feedback.

Learners have more time to engage in actual, meaningful interaction in the target language in class, where the teacher is available to offer timely feedback and assistance.

Teacher performance management processes can often be quite awkward and distressing experiences; however, by viewing the process as part of a growth mindset - that is, making it formative, rather than summative, and inviting participation of the teacher in the process, the feedback can be more meaningful and applicable to the teacher's daily prTeacher performance management processes can often be quite awkward and distressing experiences; however, by viewing the process as part of a growth mindset - that is, making it formative, rather than summative, and inviting participation of the teacher in the process, the feedback can be more meaningful and applicable to the teacher's daily prteacher in the process, the feedback can be more meaningful and applicable to the teacher's daily prteacher's daily practice.

Since most higher order tasks require feedback from a teacher, an instructor, or a more knowledgeable other (MKO), this often gets a little tricky (but not impossible!)

More - capable teachers are likely more able to incorporate principal feedback and assessment into their instructional practMore - capable teachers are likely more able to incorporate principal feedback and assessment into their instructional practmore able to incorporate principal feedback and assessment into their instructional practice.

The application uses Watson's artificial intelligence technology (made famous as a «competitor» on Jeopardy in 2011); was trained by leading math experts, including the American Federation of Teachers; and incorporated feedback from more than 1,000 teachers from across tTeachers; and incorporated feedback from more than 1,000 teachers from across tteachers from across the U.S..

It requires training and coaching with performance feedback in the classroom to help teachers transfer the knowledge into skills, which is much more difficult when it comes to behavior than it is for academics.»

Feedback becomes far more personal and emotive, therefore becoming more beneficial to students, while the facility to provide this feedback audibly makes it a more efficient process for tFeedback becomes far more personal and emotive, therefore becoming more beneficial to students, while the facility to provide this feedback audibly makes it a more efficient process for tfeedback audibly makes it a more efficient process for teachers.

In a classroom setting, time - strapped teachers charged with serving an array of students often feel pressed to move on after a fixed amount of time practicing, especially if the class is growing restless while only a few students seem to need more practice and feedback.

The project's findings were promising, with video - observed teachers reporting less adversarial and more helpful feedback than their in - person observed peers, and administrators saying that they could provide more concrete advice to their staff after viewing videos than they could after an in - person observation.

Lazar says it is logistically difficult to measure outcomes beyond anecdotally but cites positive feedback from teachers and outreach from principals who want their schools to more deeply engage on digital citizenship as part of their wellbeing programs.

In the upper grades, teachers tend to do more whole group instruction than small group instruction and find it difficult to give that critical feedback.

At the classroom level, technology helps teachers to gather, analyze, and act upon student feedback more efficiently.

Not only do our teachers love the audio feedback feature, it has proven to be ten times more effective than written feedback due to its highly personal nature, as well as saving them vast amounts of time.

The fact that the effects were largest for teachers who, presumably, received more critical feedback and for those with the most room for improvement strengthens our confidence in the causal interpretation of the overall results.

Second, Cincinnati's use of peer evaluators may result in teachers being more receptive to feedback from their subjective evaluation than they would be were the feedback to come solely from their supervising principals.

When there is clarity in the goals and good feedback from the different actors - including industry, school leaders and teachers - it is more likely that over a 5 -10-year period, we would be able to identify and create the conditions that support the most effective uses of ICT in schools.

Some school leaders hoped it could lead to more intense teacher collaboration and more writing by students and feedback by teachers.

High achievers expect to excel as new teachers, and several of the new teachers desired more critical feedback from their mentors.